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Birkhauser - A Beginner's Guide to Discrete Mathematics, Second Edition (Wallis 2012).pdf

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Birkhauser - A Beginner's Guide to Discrete Mathematics, Second Edition (Wallis 2012).pdf

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Birkhauser - A Beginner's Guide to Discrete Mathematics, Second Edition (Wallis 2012).pdf

文档介绍

文档介绍:. Wallis
A Beginner’s
Guide to Discrete
Mathematics
Second Edition
. Wallis
Department of Mathematics
Southern Illinois University
Carbondale, IL 62901
USA
******@
ISBN 978-0-8176-8285-9 e-ISBN 978-0-8176-8286-6
DOI -0-8176-8286-6
Springer New York Dordrecht Heidelberg London
Library of Congress Control Number: 2011940047
Mathematics Subject Classification (2010): 05-01, 05Axx, 05Cxx, 60-01, 68Rxx, 97N70
1st edition: © Birkhäuser Boston 2003
2nd edition: © Springer Science+Business Media, LLC 2012
All rights reserved. This work may not be translated or copied in whole or in part without the written
permission of the publisher (Springer Science+Business Media, LLC, 233 Spring Street, New York, NY
10013, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection
with any form of information storage and retrieval, electronic adaptation, computer software, or by similar
or dissimilar methodology now known or hereafter developed is forbidden.
The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are
not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject
to proprietary rights.
Printed on acid-free paper
Springer is part of Springer Science+Business Media (.com)
For Nathan
Preface
This text is a basic introduction to those areas of discrete mathematics of interest to
students of mathematics. Introductory courses on this material are now standard at
many colleges and universities. Usually these courses are of one semester’s duration,
and usually they are offered at the sophomore level.
Very often this will be the first course where the students see several real proofs.
The preparation of the students is very mixed, and one cannot assume a strong back-
ground. In particular, the instructor should not assume that the students have seen a
linear algebra course, or any introdu